Factors influencing syntactic awareness skills in normal readers and poor comprehenders

By Kate Nation, M. Snowling. 2000

240 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/f0eb923134c4a1ac2d703fd68806843c78967162

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In Developmental and Educational Psychology

In Statistics and Probability

Citations in the corpus

Syntactic awareness and reading ability: Is there any evidence for a special relationship? (2007, methodology): “However, the reversibility of the items on word-order correction tasks affects performance of both good and poor comprehenders similarly (Nation & Snowling, 2000), which suggests that strategies or skills other than semantic processing are important determinants of performance on this task.”
Core academic language skills: An expanded operational construct and a novel instrument to chart school-relevant language proficiency in preadolescent and adolescent learners (2014, background): “…have provided evidence of later syntactic skills, such as extended noun phrases and complex sentences, positively contributing to reading comprehension in children, adolescents, and adults (e.g., Mokhtari & Thompson, 2006; Nation & Snowling, 2000; Taylor, Greenberg, Laures-Gore, & Wise, 2011).”
The Relations Between Children’s Reading Comprehension, Working Memory, Language Skills and Components of Reading Decoding in a Normal Sample (2005, background): “It has been argued that the inclusion of children with poor word identification skills can confound studies researching poor reading comprehension, making it difficult to disentangle causal relations ( Nation & Snowling, 2000 ).”
Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association With Reading Comprehension (2015, background): “Some evidence suggests that later syntactic skills positively contribute to reading comprehension in children, adolescents, and adults (e.g., Mokhtari & Thompson, 2006; Nation & Snowling, 2000; Taylor, Greenberg, Laures-Gore, & Wise, 2011).”
Prediction of Reading Comprehension: Relative Contributions of Word Recognition, Language Proficiency, and Other Cognitive Skills Can Depend on How Comprehension Is Measured (2006, background): “…are not appreciated, as would presumably occur even if the text were to be read aloud for oral comprehension (e.g., Catts, Fey, Zhang, & Tomblin, 1999; Catts & Hogan, 2002; Gough & Tunmer, 1986; McCardle, Scarborough, & Catts, 2001; Nation, 2005; Nation & Snowling, 1998, 2000; Scarborough, 1990).”